Fig. 4: Educational attainment (EA) polygenic score (PGS) effects on academic achievement separated into between- and within-family effects mediated by family environments.
From: Gene-environment correlation: the role of family environment in academic development
The total length of each bar represents the effect of the EA PGS prediction (standardised ß coefficient) of academic achievement at ages 7, 9, 12 and 16, partitioned into between and within family effects. The blue and grey portions of each bar show the direct effects for the between and within-family levels, respectively. The yellow and red portions show indirect (mediated) effects for the between and within-family levels, respectively. *p < 0.05, **p < 0.01 (FDR corrected).
